Meningkatkan motivasi berprestasi siswa Sekolah Menengah Umum di Bali dengan strategi pengelolaan diri model Yates :: Studi kuasi eksperimentasl pada siswa kelas I SMU di Bali

SUARNI, Ni Ketut, Promotor Prof.Dr. Sri Mulyani Martaniah, MA

2004 | Disertasi | S3 Psikologi

Pelatihan strategi pengelolaan diri model Yates dirancang dengan tujuan untuk meningkatkan motivasi berprestasi siswa kelas I SMU di Bali. Berdasarkan hasil-hasil penelitian sebelumnya strategi pengelolaan diri terbukti efektif untuk memperbaiki perilaku destruktif, demikian juga motivasi berprestasi terbukti dapat ditingkatkan melalui metode latihan. Pelatihan strategi pengelolaan diri model Yates dilaksanakan dengan menggunakan SATLAN yang terdiri dari 4 metode, yakni: (1) pantau diri, (2) analisis diri, (3) rubah diri, (4) pertahanan diri. Penelitian ini dilaksanakan untuk menguji keefektifan strategi pengelolaan diri model Yates untuk meningkatkan motivasi berprestasi, dengan hipotesis mayor sebagai berikut strategi pengelolaan diri model Yates efektif untuk meningkatkan motivasi berprestasi siswa kelas I SMU di Bali. Selanjutnya dari hipotesis mayor dirumuskan 4 hipotesis minor, sebagai berikut: (1) strategi pengelolaan diri model Yates efektif untuk meningkatkan motivasi berprestasi siswa, baik pada wilayah kota, kota kabupaten, maupun wilayah desa, (2) motivasi berprestasi siswa di desa lebih tinggi dibandingkan dengan siswa di kota maupun kota kabupaten setelah mendapatkan pelatihan strategi pengelolaan diri model Yates, (3) strategi pengelolaan diri model Yates efektif untuk meningkatkan motivasi berprestasi siswa baik pada siswa wanita maupun pada siswa pria, (4) motivasi berprestasi siswa wanita lebih tinggi dibandingkan dengan siswa pria setelah mendapatkan pelatihan strategi pengelolaan diri model Yates. Sebanyak 490 orang siswa kelas I SMU di Bali sebagai subjek penelitian ini, yang terdiri dari 245 orang sebagai kelompok eksperimen dan 245 orang sebagai kelompok kontrol. Data penelitian dikumpulkan dengan menggunakan kuesioner motivasi berprestasi, dalam 3 kali pengukuran sesuai dengan waktu amatan penelitian yakni pada: amatan awal (sebelum pelatihan), amatan akhir (segera setelah pelatihan), dan pada amatan lanjut (3 bulan setelah pelatihan dihentikan). Analisis data menggunakan anava 1-jalur mixed 1- faktor dan anava 2-jalur mixed 1-faktor. Hasil anlisis menunjukkan bahwa: (1) strategi pengelolaan diri model Yates efektif untuk meningkatkan motivasi berprestasi siswa kelas I SMU di Bali, (2) strategi pengelolaan diri model Yates efektif untuk meningkatkan motivasi berprestasi siswa, pada semua wilayah yaitu kota, kota kabupaten, dan desa, (3) terdapat perbedaan yang signifikan antara motivasi berprestasi siswa di desa dengan siswa di kota maupun kabupaten setelah mendapatkan palatihan strategi pengelolaan diri model Yates, (4) strategi pengelolaan diri model Yates efektif untuk meningkatkan motivasi berprestasi siswa, baik pada siswa wanita maupun pada siswa pria, (5) tidak terdapat perbedaan yang signifikan antara motivasi berprestasi siswa wanita dengan siswa pria. Hipotesis mayor dan tiga hipotesis minor penelitian yang diajukan terbukti, baik pada amatan akhir maupun pada amatan lanjut penelitian. Bahkan terbukti peningkatan motivasi berprestasi semakin tinggi pada amatan lanjut penelitian. Namun hipotesis minor 4 tidak terbukti Kesimpulan penelitian ini sebagai berikut: (1) Strategi pengelolaan diri model Yates efektif untuk meningkatkan motivasi berprestasi siswa kelas I SMU di Bali. (2) Strategi pengelolaan diri model Yates efektif untuk meningkatkan motivasi berprestasi siswa, baik pada wilayah kota, kabupaten maupun wilayah desa. (3) Terdapat perbedaan yang signifikan antara motivasi berprestasi siswa di desa dengan siswa di kota maupun kabupaten setelah mendapatkan palatihan strategi pengelolaan diri model Yates. (4) Strategi pengelolaan diri model Yates efektif untuk meningkatkan motivasi berprestasi, baik pada siswa wanita maupun siswa pria. (5) Tidak terdapat perbedaan yang signifikan antara motivasi berprestasi siswa wanita dengan siswa pria. Secara umum dapat disimpulkan bahwa strategi pegelolaan diri model Yates efektif untuk meningkatkan motivasi berprestasi, sehingga sebagai implikasi hasil penelitian ini diharapkan dapat diwacanakan sebagai salah satu model pelatihan peningkatan motivasi berprestasi.

The Yates’ model of self-management training strategy was designed to improve achievement motivation of first grade high school (SMU) students in Bali. Based on previous researches, selfmotivation strategy was effective to improve destructive behaviours; correspondingly, training method was able to enhance self-motivation. The Yates’s model of self-management training strategy was performed through the use of SATLAN involving four methods, i.e.: (1) self-monitoring, (2) self-analysis, (3) self-change, (4) self-maintenance. The research was conducted to examine the effectiveness of the Yates’s model of self-management strategy in improving achievement motivation. Major hypothesis was that the Yates’ model of self-management strategy was effective to improve the achievement motivation of first grade SMU students in Bali. Based on the major hypothesis, four minor hypotheses were formulated as follows: (1) the Yates’ model of self-management strategy was effective to improve the achievement motivation of students at municipal, regencial and rural settings; (2) after following training on the Yates’ model of self-management strategy, the achievement motivation of students in rural setting was higher than those in municipal and regencial settings; (3) the Yates’ model of selfmanagement strategy was effective to improve the achievement motivation of first grade male and female SMU students in Bali; (4) after following training on the Yates’ model of self-management strategy, the achievement motivation of female students was higher than their male counterparts. Subjects were 490 first grade SMU students in Bali involving 245 students as experimental and the 245 others as control group. Data were obtained through achievement motivation questionnaires during three measurements based on following research observations, i.e. early observation (pre training), last observation (immediately post training), and follow-up observation (3 months post training). Data were analyzed utilizing one-way mixed 1-factor Anava and twoways mixed 1-factor Anava. Results indicated that (1) the Yates’ model of self-management strategy was effective to improve the achievement motivation of first grade SMU students in Bali; (2) the Yates’ model of self-management strategy was effective to improve the achievement motivation of first grade SMU students in Bali, at municipal, regencial and rural setting; (3) after following training on the Yates’ model of self-management strategy, significant differences in achievement motivation were found between students in rural setting and their counterparts in municipal and regencial setting; (4) the Yates’ model of self-management strategy was effective to improve achievement motivation of both male and female SMU students; (5) no significant difference in achievement motivation was found between male and female students. The major hypothesis and three minor hypotheses proposed were proved during post-observation and follow-up study. It was even confirmed that increasing achievement motivation was higher during follow-up study. Following were conclusions of this research: (1) the Yates’ model of self-management strategy was effective to improve the achievement motivation of first grade SMU students in Bali; (2) the Yates’ model of self-management strategy was effective to improve the achievement motivation of first grade SMU students in Bali, at municipal, regencial and rural setting; (3) after following training on the Yates’ model of self-management strategy, significant differences in achievement motivation was found between students in rural setting and their counterparts in municipal and regencial setting; (4) the Yates’ model of self-management strategy was effective to improve achievement motivation of both male and female SMU students; (5) no significant difference in achievement motivation was found between male and female students. In general, it was concluded that the Yates’ model of selfmanagement strategy was effective to improve achievement motivation. Hence, it was expected that the results of present research were proposed as a discourse on training models to improve achievement motivation.

Kata Kunci : Psikologi Pendidikan,Motivasi Berprestasi,Strategi Pengelolaan Diri,Model Yates